Interactive Reading Notepad Lesson 5.2 Partnerships and Franchises Answers

MODULE 5

Lesson plan

LESSON: Module five Lesson 1		Schoolhouse:
Date:		Instructor name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	S6   S7   R3
Lesson objectives	All learners will be able to:
	place some specific information in the text correctly and utilise some target linguistic communication correctly in product tasks with support
	Most learners will exist able to:
	place most specific information in the text correctly and use a range of target language correctly in production tasks with back up
	Some learners will be able to:
	identify all specific information in the text correctly and use a range of target linguistic communication correctly in production tasks with piddling back up
Previous learning	animal body parts / human facial features
Plan
Planned timings	Planned activities		Excel Resource		Instructor Notes
Starting time the lesson             S7	What's in this module? Read the title of the module Creativity and inquire Ss to suggest what they think information technology means. Get through the topic list and stimulate a discussion to prompt Ss' interest in the module. To present some mythical creatures · Draw Ss' attending to the pictures and ask diverse Ss to read out the proper name of the creature each i shows. Play the recording. Ss mind and repeat chorally or individually. · Elicit the L1 equivalents from Ss around the class.		Class CD

	Primary Activities             S7             S6             R3             R3	To present new vocabulary Go through the features in the list and explain/ elicit the meanings of any unknown words. Play the recording. Ss heed and echo chorally or individually and point to each feature equally it is mentioned. To relate mythical creatures to animals Elicit which creatures look similar the animals in the list. To depict mythical creatures Read out the example and ask diverse Ss effectually the form to draw the creatures using the phrases given earlier.
		To introduce the topic and predict the content of the text · Read the title aloud and permit Ss one minute to read the introduction to the text. Elicit answers/guesses to the questions in the rubric and so play the recording. · Ss listen and follow the text in their books and find out the answers. · Play the video for the Ss and elicit their comments at the end. To read for specific information/detailed understanding/chief ideas · Allow Ss some time to read the text again and marker the sentences T (true) or F (false). · Straight Ss to the Give-and-take List to look upward the meanings of the words in the Check these words box.		Video
	Ending the lesson	Check Ss' answers. As an extension ask Ss to correct the false statements.
	Additional information
	Differentiation – how practice you plan to requite more support? How do you plan to challenge the more than able learners?		Assessment – how are yous planning to check learners' learning?		Cross-curricular links Wellness and safety check ICT links Values links
	support less able learners through supportive convergent moving to divergent questioning in eliciting views		monitor accuracy, utilize of vocabulary and pronunciation in checking and whole course plenary and then feedback on board		cross-curricular links: Literature [mythical creatures]
	claiming more than able learners through probing and hypothetical questioning in eliciting views

Lesson program

LESSON: Module 5 Lesson ii		Schoolhouse:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	S1   S4   S7   C3   C4   W4
Lesson objectives	All learners will be able to:
	take part in some exchanges using some target language accurately and use some target vocabulary with correct word stress
	Most learners will be able to:
	have part in some exchanges using a range o f target language accurately and apply some target vocabulary with correct word stress
	Some learners will be able to:
	take part in some exchanges using a range of target linguistic communication accurately and use nearly target vocabulary with correct discussion stress
Previous learning	vocabulary for simple film genres/ use of simple curt form agreement/disagreement
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
First the lesson             S8             S3	To consolidate information from a text Allow Ss a couple of minutes to review the text and then enquire various Ss around the class to tell the class the differences betwixt the creatures in the Harry Potter books and the same creatures in mythology. To consolidate data from a text · Allow Ss time to write their sentences. In airtight pairs, Ss then read their sentences to their partner who right the mistakes. · Monitor the activity around the form and so ask some pairs to report back to the class.

	Main Activities             S1             S7             C3             UE5             S4	To present types of films · Get through the list of picture show types and explain/elicit the meanings of any which are unknown. · Ss complete the task. Check Ss' answers. Point out that some types of films do not take the word 'film' after them (east.chiliad. western, horror, musical etc).
		To practise like-minded/disagreeing virtually your taste in films · Explain the task and depict Ss' attending to the expressions in red in the example exchanges. · Elicit/Explain that we can use And then + auxiliary verb + personal pronoun/noun to agree with what a person has said or Neither + auxiliary verb + personal pronoun/noun to concur with sth negative that sb has said. · Ss talk in pairs about their taste in films. Monitor the action around the grade and and so inquire some pairs to ask and answer in forepart of the class.
	Catastrophe the lesson             S1             W4	To present adjectives and do using them to describe films · Explicate the task and read out the example substitution with a S. · Ss then complete the task in pairs. Monitor the activity around the class then ask some pairs to ask and answer in front of the form.
	Additional data
	Differentiation – how do y'all program to requite more back up? How practice you lot plan to challenge the more able learners?		Cess – how are you planning to check learners' learning?			Cross-curricular links Health and safety check ICT links Values links
	monitor less able groups in dialogue production task and support with further modelling and drilling		monitor accuracy and interactional appropriacy in dialogue task			cross-curricular links: Literature [mythical creatures]
	claiming more than able learners to give more than expansive answers in dialogue task			monitor pronunciation operation in dialogue task and give feedback to whole course

Lesson plan

LESSON: Module 5 Lesson three		School:
Date:		Teacher name:
Form:		Number present:		absent:
Learning objectives(due south) that this lesson is contributing to	S3 S8  S6  UE5  UE9
Lesson objectives	All learners volition be able to:
	use some target structure and pronounce some contractions correctly and use some right question intonation
	Most learners volition be able to:
	utilize a range of target structure including appropriate short answers and pronounce most contractions correctly and use some correct question intonation
	Some learners volition exist able to:
	use a range of target structure including appropriate short answers and pronounce almost contractions correctly and use good question intonation
Previous learning	past simple including negative and interrogative forms
Program
Planned timings			Excel Resources		Instructor Notes
Beginning the lesson             UE9	To nowadays the past simple of the verb 'to be' – was/were Explain that was/were is the by unproblematic form of the verb 'to be'. Get through the tabular array with Ss and read out all the persons. Ss fill the gaps and then arm-twist when nosotros use was/were

	Primary Activities             UE9             UE5             S3             S8	To practise the past simple of the verb 'to be' in the affirmative was/were Ss fill in the correct give-and-take. Cheque Ss' answers. To practise the past simple of the verb 'to exist' in the negative wasn't/weren't · Explain the task and read out the example. · Ss consummate the job. Check Ss' answers in the correct discussion. Check Ss' answers. To practise the past simple of the verb 'to be' in the interrogative with brusk answers · Draw Ss' attention to the timetable and then Ss consummate the chore. · Check Ss' answers around the class past asking one S to say a question and another to answer it.
		To practise talking most the past · Explain the task and read out the example commutation with a Due south. · Ss and so piece of work in pairs and ask and respond. Monitor the action around the class and then enquire some pairs to ask and answer in front end of the class.
	Ending the lesson             UE9             S6	To pronounce strong and weak forms · Read out the table and explain that strong and weak forms relate to when words are stressed/ non stressed. · Play the recording and elicit the stiff/weak forms. To consolidate comprehension of potent/ weak forms Give Ss some time to notice examples and check Ss' answers around the grade.		Class CD
	Boosted information
	Differentiation – how exercise you plan to requite more than back up? How do you plan to challenge the more able learners?		Assessment – how are you lot planning to bank check learners' learning?		Cross-curricular links Health and condom bank check ICT links Values links
	monitor less able groups in controlled tasks and highlight whatsoever errors in forms for learners to self-correct		monitor pair sentence completion tasks and encourage learners to give feedback to each other on answers		cross-curricular links: languages [contrasts with L1]
	challenge more able learners to produce different time phrases when talking near the past		monitor pronunciation of weak form in sentence action and remodel and drill to whole class

Lesson programme

LESSON: Module 5 Lesson 4		School:
Appointment:		Instructor proper noun:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	S4  UE5  UE9  UE13  W4   W7
Lesson objectives	All learners will exist able to:
	apply some target construction and pronounce some contractions correctly and employ some right question intonation
	Most learners will exist able to:
	utilize a range of target structure including advisable brusque answers and pronounce near contractions correctly and apply some right question intonation
	Some learners will be able to:
	use a range of target structure including appropriate short answers and pronounce most contractions correctly and use proficient question intonation
Previous learning	past simple including negative and interrogative forms and past modal 'could'
Plan
Planned timings	Planned activities		Excel Resources		Instructor Notes
Beginning the lesson	To present the past uncomplicated form of 'take' – had Go through the table and elicit how we form the negative and interrogative of the verb 'accept' in the past simple.

	Principal Activities             UE9             S4             UE13             UE5             S4             UE9	To practise the affirmative and negative forms of had · Explain the chore and describe Ss' attention to the picture. · Ss consummate the task. Check Ss' answers. To practise the interrogative form of had with brusque answers · Explain the job. Ss piece of work in pairs and ask and answer questions. · Monitor the activity effectually the class so enquire some pairs to ask and answer in forepart of the class.
		To present the past simple form of the modal verb 'tin' – could · Ss read the table. Bank check Ss' comprehension by asking various Ss to give case sentences of things they could practise when they were immature (eastward.thou. I could ride a wheel when I was half-dozen.) and then expand on this to cover all forms (e.g. Could you lot ride a bike when y'all were five? No, I couldn't. Could you lot ride a bike when you lot were seven? Yes, I could. etc). To practise could in the affirmative and negative forms. · Ss consummate the task. Check Ss' answers.
		To practise could in the interrogative grade with brusque answers · Explicate the job. Ss work in pairs and ask and reply using the prompts and could in the interrogative class with brusk answers. · Monitor the activeness effectually the class and and then ask some pairs to ask and reply in front of the course.
	Ending the lesson             W4             W7	To practise could further using personal examples · Explicate the task and let Ss enough time to complete the sentences. · Cheque Ss' answers past request diverse Ss effectually the class to read out their completed sentences.
	Additional data
	Differentiation – how do y'all program to give more back up? How do you plan to claiming the more able learners?		Assessment – how are yous planning to check learners' learning?		Cantankerous-curricular links Health and safety cheque ICT links Values links
	monitor less able learners equally they write and prompt learners to self-correct and expand data		monitor pair sentence completion tasks and encourage learners to give feedback to each other on answers		cross-curricular links: languages [contrasts with L1]
	provide challenge to more able learners through more than probing questions when they present writing to class		monitor pronunciation of weak form in judgement activeness and remodel and drill to whole grade

Lesson plan

LESSON: Module v Lesson 5		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	C9   S1   S8   R1   R2   R8   L8   W4
Lesson objectives	All learners volition exist able to:
	identify some main ideas and detailed information in texts and utilize some target vocabulary and structure correctly in writing task with support
	Most learners will exist able to:
	identify most master ideas and detailed information texts and use a range of target vocabulary and structure correctly in writing task with back up
	Some learners will exist able to:
	place all main ideas and detailed information in the texts and apply a range of target vocabulary and construction correctly in writing job with little support
Previous learning	vocabulary relating to mythical creatures
Plan
Planned timings	Planned activities		Excel Resource		Teacher Notes
Beginning the lesson             C9	To introduce the topic and stimulate interest in the text · Directly Ss' attention to the motion-picture show and enquire if they know anything about the Samruk. Elicit a diverseness of questions and write three of them on the board. · Play the recording. Ss listen and follow the text in their books and cheque if the questions were answered.		Class CD

	Principal Activities             R1             R2             R6             S1             S8             S1             L8	To read for specific information/detaile d agreement/principal ideas · Allow Ss some time to read the texts and mark the sentences T (true) or F (false) or DS (doesn't say). · Direct Ss to the Word List to wait up the meanings of the words in the Cheque these words box. · Bank check Ss' answers. Ss should justify their answers.
		To make verb/noun phrases and summarise a text · Ss match the verbs to the nouns, then inquire diverse Ss around the class to give a summary of the text using the phrases. · Play the video for the Ss and elicit their comments at the end. To practise reading years · Read the Study Skills box aloud and write the examples on the board, underlining the years. Say the years aloud and straight Ss to echo. · Direct Ss' attention to the pictures and ask diverse Ss effectually the class who the people are. · Enquire various Ss to read out the captions under the pictures. · Choose a pair of Ss to read out the instance. · Explain the task and allow Ss time to enquire and answer questions most the pictures. · Ask various pairs of Ss to report back to the course almost the people in the pictures		Video
		To listen for specific information · Explicate the task and play the recording. Ss listen and consummate the fact file. · Check Ss' answers.
	Ending the lesson             W4             W6	To write a short paragraph Ss complete the paragraph.
	Additional information
	Differentiation – how do y'all program to give more back up? How practise you plan to challenge the more able learners?		Assessment – how are you planning to bank check learners' learning?		Cross-curricular links Health and safety check ICT links Values links
	monitor less able groups in writing task and provide back up through further modelling and providing sentence starters		use thumbs up and downward technique and follow up questions to check comprehension		cantankerous-curricular links: Literature [mythical creatures]
	provide challenge to more than able learners past asking them to include 2 or three phrases in the writing

Lesson plan

LESSON: Module v Lesson 6		School:
Date:		Teacher name:
Course:		Number nowadays:		absent:
Learning objectives(southward) that this lesson is contributing to	C8  L5  W3   UE9
Lesson objectives	All learners will be able to:
	use and pronounce some target language accurately in response to prompts and in controlled tasks with support
	Most learners will be able to:
	use and pronounce well-nigh target structures accurately in response to prompts and in controlled tasks with back up
	Some learners will be able to:
	apply and pronounce about target structures accurately in response to prompts and in controlled tasks with piffling back up
Previous learning	some past unproblematic regular forms
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson             UE9	To present the past elementary affirmative for regular verbs · Ss close their books. Present the past simple. Say: I worked difficult yesterday. Write it on the board. Underline worked and explain that this verb is in the past uncomplicated. Point to a South and say: You worked difficult yesterday. Then write it on the board. Underline worked. Point to a male South and say: He worked hard yesterday. And so write it on the board. Underline worked. Present the other persons in the aforementioned way. · Explain the spelling rules of the past elementary for regular verbs by writing the verbs love, play, miss, travel, stop, endeavour and their past simple forms on the lath (loved, played, missed, travelled, stopped, tried). Ss open up their books. Read out the table. · Elicit the L1 equivalent for the example.

	Master Activities             UE9             W3             C8             W3	To practise the by simple affirmative · Explain the task and permit Ss some time to consummate it. · Check Ss' answers past reading the text aloud and eliciting the missing verb forms from diverse Ss around the class. Check correct spelling on the board. To nowadays the by simple negative · Ss close their books. Write on the board: I didn't piece of work yesterday and She didn't piece of work yesterday. Underline I didn't in the first sentence and She didn't in the 2d sentence. Explicate that we use didn't in all persons to form the negative of the past simple. Point out that the main verb is also the same for all persons and is used in its base of operations form. · Ss open up their books. Read out the rule and elicit the word to complete it then arm-twist the L1 equivalent of the instance.
		To practice the by uncomplicated negative · Explicate the task. Let Ss two minutes to read the text in Ex. ii once more and then read out the example. · Ss complete the task. Ask various Ss to read out the answers to the course.
	Ending the lesson             L5	To pronounce · Play the recording with pauses for Ss to listen and repeat chorally or individually. · Pay special attending to Ss' pronunciation and intonation and correct as necessary. · Arm-twist other words with the same sounds from Ss effectually the course. · Refer Ss to the text in Ex. 2 again and arm-twist the past forms. Write them on the lath and then arm-twist how each verb ending is pronounced.			Course CD
	Boosted information
	Differentiation – how practise you plan to give more support? How do you plan to challenge the more able learners?		Cess – how are you planning to bank check learners' learning?			Cantankerous-curricular links Wellness and safety bank check ICT links Values links
	monitor less able groups in controlled tasks and highlight any errors in spelling for learners to self-correct		monitor pair sentence completion tasks and encourage learners to give feedback to each other on answers			cross-curricular links: History [historical leaders]
	challenge more able learners to produce contrasts in 'ed' endings on unlike pairs of words			bank check pronunciation in whole form feedback and remodel/ drill concluding sounds

Lesson plan

LESSON: Module 5 Lesson 7		Schoolhouse:
Engagement:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(south) that this lesson is contributing to	C8 S4  UE5  UE9  W3
Lesson objectives	All learners will be able to:
	employ some target structure and pronounce some contractions correctly and employ some correct question intonation
	Most learners volition exist able to:
	apply a range of target structure including appropriate brusk answers and pronounce about contractions correctly and use some correct question intonation
	Some learners volition be able to:
	apply a range of target structure including appropriate short answers and pronounce nigh contractions correctly and utilise good question intonation
Previous learning	by elementary including negative and interrogative forms
Plan
Planned timings	Planned activities		Excel Resource		Teacher Notes
Beginning the lesson             UE9             UE5	To present the by simple interrogative and short answers · Ss close their books. Write on the board: Did I play lawn tennis yesterday? No, I didn't and Did you play tennis yesterday? No, you didn't. Explain that we use Did I/you/he/she/it/we/they/ to course questions in the past simple. Focus Ss' attention on the position of did (before the personal pronoun). The primary verb is used in its base grade. Nosotros answer in the short form with Yes/No, I/you lot/he/she/it/nosotros/they did/didn't. · Ask Ss questions to check their understanding. T: Did y'all walk to school yesterday? S1:Yes, I did./No, I didn't. T: Did your mum become to work yesterday? S2: Aye, she did./No she didn't. etc · Ss open their books. Read the table aloud and elicit the missing words.

	Main Activities             UE9             UE5             S4             UE5             S4             C8	To practise using the past simple affirmative Allow Ss some time to complete the chore so check Ss' answers. To practice using the past uncomplicated interrogative and short answers · Explicate the task and read out the example. · Ss exercise the job. Bank check Ss' answers. · Play the video for Ss and elicit their comments at the end.			Video
		To practise using the past elementary interrogative to talk about the by · Explain the task and read out the example exchange. · Ss work in airtight pairs and complete the task. Monitor the action effectually the class and then enquire some pairs to ask and answer in front of the form.
	Ending the lesson             W3	To write about past events Allow Ss time to exercise the task. Then ask them to cheque their answers with other Ss around the class to notice someone who can friction match their sentences.
	Boosted information
	Differentiation – how do you plan to give more back up? How do you plan to claiming the more than able learners?		Assessment – how are you planning to check learners' learning?			Cross-curricular links Health and safety check ICT links Values links
	monitor less able groups in controlled tasks and highlight any errors in spelling for learners to cocky-correct		monitor pair sentence completion tasks and encourage learners to give feedback to each other on answers			cross-curricular links: History [historical leaders]
	provide claiming to more able learners by asking them to say which facts are related to Kazakhstan

Lesson plan

LESSON: Module v Lesson eight		School:
Date:		Instructor proper noun:
Form:		Number nowadays:		absent-minded:
Learning objectives(south) that this lesson is contributing to	R2   R3   R6   UE9  S4   S8
Lesson objectives	All learners will be able to:
	identify some specific information in the text correctly and use some target language correctly in oral summary task with support
	Near learners volition exist able to:
	identify almost specific information in the text correctly and use a range of target language correctly in oral summary task with support
	Some learners will be able to:
	place all specific information in the text correctly and use a range of target language correctly in oral summary task with trivial support
Previous learning	use of regular past uncomplicated forms and basic narrative linkers and language of 'years'
Plan
Planned timings	Planned activities		Excel Resources		Instructor Notes
Beginning the lesson             R2	To introduce the topic and predict the content of the text · Elicit what Ss know about Atlantis. Read out the title and subheadings in the text likewise equally the words in the listing. · Play the recording. Ss listen and follow the text in their books to find out how the words are related to Atlantis.		Form CD Video

	Main Activities             R3             R6             UE9             S4	To read for comprehension · Draw Ss attention to the Report Skill box and read information technology aloud. Give an example of key words then explain the job. · Permit Ss some time to read the text and reply the questions. Then direct Ss to the Word Listing to expect up the meanings of the words in the Bank check these words box. · Check Ss' answers around the class.
		To practise the past elementary and revise question words · Explicate the task and ask 2 Ss to read the instance exchange aloud. · Ss do the task in closed pairs, then enquire some pairs to ask and respond in forepart of the class.
	Ending the lesson             S8	To give a summary of a text · Explain the task and go through the verbs in the rubric explaining any unknown ones. · Allow Ss ii minutes to read the text once again and then ask various Ss to requite their summary to the class using as many of the verbs in the listing as they can. · Evaluate Ss' performance. Check for:             inclusion of all points, correct word order, spelling mistakes (if written), grammar (syntax mistakes), footstep (if spoken), rapport (if spoken)
	Additional information
	Differentiation – how practice y'all plan to requite more support? How practise you program to challenge the more able learners?		Assessment – how are y'all planning to bank check learners' learning?		Cross-curricular links Health and condom cheque ICT links Values links
	support less able learners with supportive questioning and prompting in eliciting oral summary		use thumbs upwardly and downwardly technique and follow up questions to check comprehension		cross-curricular links: Literature [myths and legends]
	provide challenge to more able learners by pairing them with less able learners in text comprehension and telling them to guide less able learners where to await in text for answers		monitor pronunciation of target words in oral summary task and highlight to board and redrill

Lesson programme

LESSON: Module 5 Lesson nine		School:
Appointment:		Teacher name:
CLASS:		Number nowadays:		absent:
Learning objectives(southward) that this lesson is contributing to	UE9   W1   C4  R9
Lesson objectives	All learners will be able to:
	identify some main ideas and detailed information in texts and use some target vocabulary and structure correctly in writing task with back up
	Most learners will exist able to:
	identify most main ideas and detailed information texts and use a range of target vocabulary and structure correctly in writing chore with back up
	Some learners will exist able to:
	identify all main ideas and detailed data in the texts and use a range of target vocabulary and construction correctly in writing task with little support
Previous learning	vocabulary relating to meaning  historical figures and events
Plan
Planned timings	Planned activities		Excel Resources		Instructor Notes
Start the lesson             UE9	Remind Ss of 'Atlantis' text in previous lesson by eliciting key content. To present/practise there was/there were · Point out that in that location was/there were is the past simple of at that place is/in that location are and the same rules utilise. · Elicit the L1 explanations for the examples in the note and then ask various Ss to bespeak out more examples in the text.

	Main Activities             C4             R9             W1	To check Ss' comprehension of a text Allow Ss five minutes to complete the task, then check Ss' answers around the grade.
		To write a diary entry to personalise the topic · Explain the task and allow Ss some time to complete it. · Ask various Ss effectually the form to read out their answers to the rest of the class. Elicit which Ss had like answers.
	Ending the lesson	Play the video for the Ss and arm-twist their comments at the end.	Video

	Additional information
	Differentiation – how do you plan to give more than support? How do you programme to challenge the more than able learners?	Assessment – how are you planning to bank check learners' learning?	Cantankerous-curricular links Health and safety check ICT links Values links
	monitor less able learners as they write their narratives and prompt learners to cocky-right and expand data	use thumbs up and down technique and follow-upwards questions to monitor comprehension of text	cantankerous-curricular links: Literature [myths and legends]
	provide claiming to more able learners through more probing questions when they nowadays their texts	take in and assess concluding piece of writing

Lesson plan

LESSON: Module 5 Lesson 10		Schoolhouse:
Appointment:		Teacher proper noun:
Class:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	C8 UE5  UE9  R4  R8
Lesson objectives	All learners volition be able to:
	use and pronounce some target linguistic communication accurately in response to prompts and in controlled tasks with support
	Well-nigh learners will exist able to:
	utilize and pronounce most target structures accurately in response to prompts and in controlled tasks with support
	Some learners volition be able to:
	use and pronounce about target structures accurately in response to prompts and in controlled tasks with little support
Previous learning	some past unproblematic regular forms and some common irregular ones
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Starting time the lesson	To present the past simple for irregular verbs · Explain that irregular verbs don't take -ed in the past simple but they all change differently and Ss must learn the forms. Refer Ss to the irregular verbs listing at the back of their books and propose them to study it and acquire the irregular forms. · Read out the table and arm-twist the L1 equivalents for the examples.

	Main Activities             UE9             UE5             UE9             R4             R9	To practise the by simple of irregular verbs · Let Ss some time to consummate the task. · Cheque Ss' answers. To exercise the past simple and identify irregular verbs Give Ss time to read the biography and fill in the gaps. To practice the past simple interrogative and affirmative of irregular verbs · Explain the task and read out the case. · Ss complete the job, so bank check Ss' answers. · Bank check Ss' answers and and so elicit the irregular verbs. To exercise the past simple of irregular verbs Give Ss some time to complete the gaps and so bank check Ss' answers
		To consolidate information in a text and further practice the past simple of irregular verbs (negative and affirmative) · Explain the chore and read out the instance. · Ss complete the task.
	Ending the lesson	Check Ss' answers by asking various Ss to read out their statements.
	Boosted data
	Differentiation – how do you lot plan to give more than support? How practise yous program to challenge the more able learners?		Assessment – how are you planning to check learners' learning?		Cross-curricular links Health and safe check ICT links Values links
	monitor less able groups in controlled tasks and highlight any errors in forms for learners to self-right		monitor pair sentence completion tasks and encourage learners to give feedback to each other on answers		cross-curricular links: Literature [world literature]
	challenge more than able learners to produce different time phrases when talking about the past		monitor pronunciation of target verbs and remodel and drill to whole form

Lesson plan

LESSON: Module 5 Lesson 11		School:
Date:		Teacher name:
CLASS:		Number present:		absent-minded:
Learning objectives(due south) that this lesson is contributing to	UE9 S1   S4   W1   W4  W7
Lesson objectives	All learners will exist able to:
	employ some target linguistic communication correctly in email writing task with back up
	Most learners will be able to:
	utilize a range of target linguistic communication correctly in email writing chore with support
	Some learners volition exist able to:
	utilize a range of target language correctly in email writing task with fiddling back up
Previous learning	past unproblematic regular and irregular forms, narrating past events
Plan
Planned timings	Planned activities		Excel Resources		Instructor Notes
Offset the lesson             S4             UE9	To practice the past simple of irregular verbs (interrogative) and short answers · Ss work in pairs and ask and answer, as in the case. · Monitor the activity around the course and and so ask some pairs to share their answers with the class.

	Master Activities             S1             W1             UE9             S4             W4             W7	To do using time expressions with the past simple · Explain the job and read out the case. · Arm-twist a variety of personal sentences from Ss around the course. To practice the by simple (regular + irregular verbs) interrogative and short answers · Ss enquire and reply in pairs, every bit in the example. · Monitor the activity around the form so inquire some pairs to ask and answer in front end of the remainder of the form.
		To write an electronic mail using the past simple · Explain the task and either allow Ss time to complete it in class or assign every bit HW. · Remind students that they tin can utilize the example in Ex. 4 to help them. · Cheque Ss' answers by asking diverse Ss to read out their emails.
	Ending the lesson	Game Ask Ss to look at the Irregular Verbs section at the end of the book for two minutes. Ss close their books. Say verbs in their base of operations form. Ss, in teams, say the relevant by elementary form. Each correct answer gets ane point. The squad with the most points is the winner.
	Additional data
	Differentiation – how do y'all plan to requite more support? How exercise you lot plan to challenge the more than able learners?		Assessment – how are you planning to cheque learners' learning?			Cross-curricular links Health and safety check ICT links Values links
	support less able learners in writing past eliciting in small groups model sentence openings for the prompts		following speaking activity do a quick spelling elicitation of words learners take used to the board			ICT links:  format and features of email communication
	requite more able learners challenge past asking them to include details that they would like their friend to respond to			accept in final pieces of writing for feedback comment and cess

Lesson plan

LESSON: Module 5 Lesson 12		School:
Appointment:		Instructor proper name:
CLASS:		Number nowadays:		absent:
Learning objectives(s) that this lesson is contributing to	R2  R5  S6  S3   S7
Lesson objectives	All learners volition be able to:
	accept part in some exchanges using some target language accurately and intelligibly and identify some target information in dialogue reading task
	Almost learners volition be able to:
	take part in a range of exchanges using near target language accurately and with some advisable intonation and identify most target information in dialogue reading task
	Some learners will be able to: take part in a range of exchanges using most target language accurately and with articulate intonation and place all target information in dialogue reading task
Previous learning	by simple question and respond exchanges
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Get-go the lesson             S6	To exercise pronunciation of situational language · Play the recording. Ss listen and repeat. · Pay attention to Ss' pronunciation and intonation and correct every bit necessary.		Form CD

	Main Activities             R5             R2             S7             S6	To identify the context of a dialogue and predict the content · Elicit what Ss think the dialogue is about. · Ss listen and follow the text in their books and check. To read for specific information · Allow Ss time to read the dialogue again and complete the task. · Cheque Ss' answers.		Form CD
		To acquire synonymous phrases Read out the phrases. Refer Ss dorsum to the dialogue and elicit the synonymous ones from various Ss around the form. To consolidate situational language through translation Arm-twist the L1 equivalents for the sentences in Ex. 1 from Ss effectually the course.
		To deed out a dialogue · Draw Ss' attention to the Study Skills box at the side. Read it, or have i of the Ss read it aloud, and remind Ss to be aware of intonation patterns equally they exercise the dialogues. · Play the recording again. Then ask Ss to piece of work in pairs and take roles and read out the dialogue. · Monitor the activeness around the grade and ask some pairs to read out the dialogue in front of the grade.
	Ending the lesson             S3             S7	To exercise role-playing · Explain the situation. Remind Ss that they can utilise sentences from Ex. 1 as well as the dialogue in Ex. 2 to help them and any ideas of their own to complete the task. · Ss complete the task in pairs. To help Ss, draw the following diagram (Encounter T'due south Book) on the board and arm-twist advisable phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the chore.
	Additional information
	Differentiation – how practise you plan to requite more than support? How do y'all plan to challenge the more able learners?		Assessment – how are y'all planning to check learners' learning?		Cross-curricular links Health and prophylactic check ICT links Values links
	monitor less able groups in preparing function play and production tasks and support with further modelling and drilling		monitor accurateness and interactional appropriacy in situational tasks		cross curricular links: languages [language contrasts with L1]
	challenge more able learners to requite more than expansive answers in response to role play prompts		monitor pronunciation performance in terminal activeness and requite feedback to whole course

Lesson plan

LESSON: Module five Lesson xiii		School:
Date:		Teacher proper name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	WR4   W6   W7   L8   R3   S1
Lesson objectives	All learners will be able to:
	identify some main ideas and detailed information in texts and use some target vocabulary and construction correctly in writing task with support
	Most learners will be able to:
	identify most master ideas and detailed information texts and use a range of target vocabulary and structure correctly in writing chore with support
	Some learners will be able to:
	place all chief ideas and detailed information in the texts and use a range of target vocabulary and structure correctly in writing job with little back up
Previous learning	vocabulary relating to professions and basic biographical facts
Programme
Planned timings	Planned activities		Excel Resources		Instructor Notes
Start the lesson             S7	To introduce the topic · Explain what the word 'profession' means (a type of task that needs a high level of training or education) and read out the examples. And then permit Ss one minute to write down as many as they can retrieve of. · Ss cheque their listing with their partner and so enquire some Ss to read out their listing to the class.

	Main Activities             L8             R3             W6             W4             W6	To predict the content of a text · Direct Ss' attending to the pictures and elicit what, if anything, they know most the people in them. Read the questions in the rubric aloud and arm-twist guesses from Ss' in answer to them. · Draw Ss' attention to the Bank check these words box. Elicit the meanings of the words or let Ss time to look up the words and check meanings around the class. · Play the recording. Ss listen and follow the text in their books and check if their guesses were right.			Class CD
		To use specific vocabulary to write sentences · Explicate the chore and elicit the meaning of whatever unknown words in the list. · Permit Ss fourth dimension to write their sentences. · Check Ss' answers around the course. · Play the video for the Ss and elicit their comments at the terminate.			Video
		To write a brusk article about an artist from your state · Describe Ss attention to the Did you know? box. Initiate a give-and-take about well-known painters or arm-twist names of Kazakhstani artists. · Ask Ss to look up data on the Internet or look in encyclopaedias/other reference books. · Allow Ss fourth dimension to collect the data and gear up their presentations. Alternatively, assign the task as HW.
	Ending the lesson             S1	Ask Ss to present their work to the class.
	Additional data
	Differentiation – how exercise you plan to give more back up? How practise you program to challenge the more than able learners?		Assessment – how are you planning to bank check learners' learning?			Cross-curricular links Health and safety check ICT links Values links
	monitor less able groups in writing chore and provide support through further modelling and providing sentence starters		utilize thumbs upward and downwards technique and follow up questions to check comprehension			cross-curricular links: Literature [artist biography]
	provide challenge to more than able learners past asking them to write a text in distinct paragraphs			take in final piece of writing to appraise

Lesson plan

LESSON: Module 5 Lesson fourteen		School:
Date:		Teacher proper noun:
Class:		Number nowadays:		absent:
Learning objectives(s) that this lesson is contributing to	L5   S1   S6  S7  W5 W8
Lesson objectives	All learners will be able to:
	identify some primary ideas and detailed information in the text and nowadays some detail correctly in presentation and writing tasks
	Virtually learners volition be able to:
	identify most main ideas and detailed information in the text and present some particular correctly in presentation and writing tasks
	Some learners will be able to:
	identify all main ideas and detailed information in the text and present a range of detail correctly in presentation and writing tasks
Previous learning	bones vocabulary of musical instruments and types of music
Programme
Planned timings	Planned activities		Excel Resource		Instructor Notes
Beginning the lesson             S6	To introduce the topic and present musical instruments · Draw Ss' attending to the musical instruments in the pictures. · Play the recording. Ss mind and echo chorally or individually. · Elicit the L1 equivalents from Ss effectually the class.

	Main Activities             S7             L5             S6             S1	To present types of music · Go through the names and types of music in the lists. · Play the recording. Ss listen and friction match. · Cheque Ss' answers.		Grade CD
		To listen for specific information · Get through the instruments in the list A-H. · Play the recording. Ss heed and match the items. · Explain to them there are 2 extra instruments they exercise not need to use. · Check Ss' answers. · Play the video for the Ss and elicit their comments at the terminate.		Video
		To fix a presentation on your favourite type of music · Explain the task and tell Ss to use the Internet or look in encyclopaedias/other reference books. · Let time for Ss to collect the data and prepare their presentations. Alternatively, assign the task as HW . · Ask Ss to present their work to the form.
	W5             W8	To create a poster showing traditional music instruments · Explain the job and tell Ss to work in groups and utilise the net or encyclopaedias/other reference books to wait up traditional musical instruments from Kazakhstan. · Allow time for Ss to collect their information and write out a text and add pictures to prepare their posters. Alternatively assign the task equally HW.
	Catastrophe the lesson	Ask Ss to nowadays their work to the form, presenting on a board in the classroom, etc. if possible.
	Additional information
	Differentiation – how practice you plan to give more support? How practice you plan to challenge the more than able learners?		Assessment – how are yous planning to check learners' learning?		Cantankerous-curricular links Health and safety cheque ICT links Values links
	monitor less able groups in poster writing task and provide support through further modelling and providing sentence starters		monitor accurateness of use and pronunciation of module vocabulary and remodel and drill as necessary		cross-curricular links: Music
	challenge more able learners to write ii or iii continued sentences for each part of poster		highlight errors in affiche text in pencil for learners to cocky-correct before display

Lesson program

LESSON: Module 5 Lesson xv		School:
Date:		Teacher name:
Form:		Number nowadays:		absent:
Learning objectives(due south) that this lesson is contributing to	S4   R2   R6  R8  W4   W6   W7
Lesson objectives	All learners will be able to:
	identify some uses of target structure and detailed information in text and use some target vocabulary and construction correctly in electronic mail writing chore with back up
	Nigh learners will exist able to:
	identify nearly use of target structure and detailed data text and utilise a range of target vocabulary and structure correctly in writing job with support
	Some learners volition exist able to:
	identify all uses of target construction and detailed information in the text and use a range of target vocabulary and construction correctly in writing task with footling support
Previous learning	basic adjectives describing reactions and views
Programme
Planned timings	Planned activities		Excel Resource		Teacher Notes
First the lesson             R8	To read for lexico-grammatical structure · Explain the chore. Let Ss time to complete the gaps with the correct adjectives. · Straight Ss to the Give-and-take List to await up the meanings of the words in the Check these words box. · Ss compare their answers with their partner, then check Ss' answers around the class.		Video

	Primary Activities             R2             R6             S4             W4             W6             W7	To use descriptive linguistic communication · Read the Written report Skills box aloud. · To consolidate Ss' understanding, write the words good, bad and nice on the board. Elicit various adjectives from Ss around the grade that mean the aforementioned equally these words and write them under each one. Ss may re-create the lists into their notebooks. · Explain the task and explain/elicit the meanings of any unknown adjectives in the list. · Ss complete the chore. Check Ss' answers. · Draw Ss' attention to the Check these words box. Elicit the meanings of the words or allow Ss time to look up the words in the word list. Cheque meanings around the form. · Play the video for the Ss and elicit their comments at the end.		Video
		To write an electronic mail about an event you attended Explain the task and allow Ss time to complete it in class.
	Catastrophe the lesson	· Enquire various Ss to read out their emails to the class. · Alternatively, assign as HW and cheque Ss' answers in the next lesson.
	Additional information
	Differentiation – how do yous program to requite more support? How do you plan to challenge the more able learners?		Assessment – how are y'all planning to check learners' learning?		Cantankerous-curricular links Health and prophylactic check ICT links Values links
	support less able learners in writing by eliciting in small-scale groups model sentence openings for the prompts		use vocabulary activity to do  quick spelling elicitation of words to board		ICT links:  format and features of email communication
	give more able learners challenge past request them to include expansive descriptive details		accept in final pieces of writing for feedback comment and assessment

Lesson programme

LESSON: Module 5 Lesson xvi		School:
Date:		Teacher name:
CLASS:		Number present:		absent-minded:
Learning objectives(s) that this lesson is contributing to	S2  S3  C3   C9  UE5
Lesson objectives	All learners volition be able to: use some language from the module to express views and write some relevant questions accurately
	Nearly learners will be able to: employ a range of linguistic communication from the module to express views and write a range of relevant questions accurately
	Some learners will be able to: use a wide range of linguistic communication from the module to limited views and write a range of relevant questions accurately
Previous learning	vocabulary from the module
Plan
Planned timings	Planned activities		Excel Resources		Teacher Notes
Beginning the lesson	To personalise the topic and talk about your interests · Explain the job. Ss read and cull which are true for them. · Ss tell their partner. · Monitor the activity around the grade checking for pronunciation and grammer. · Check answers around the course by request several students to repeat their answers.

	Principal Activities	To create a story · Explicate the task. Ask Ss to work in groups and think upwardly two special creatures. · Allow Ss fourth dimension to create creatures and depict them. Ss call back of a story for the creatures and what they tin can exercise and write it. · Ask the groups of Ss to present their story to the course.
		To test knowledge learnt in this module · Explain the task. Allow Ss some time to read the questions and mark the sentences as truthful or simulated. · Alternatively, you may allow Ss to review the module and find the relevant data to complete the statements correctly. Check Ss' answers.
		To consolidate vocabulary learnt in the module · Explicate the job and allow Ss time to wait through the module and recall of quiz questions in pairs. · Tell Ss they can use the quiz in the previous task as a model. Offer an example (due east.thou. People consume a special soup for Nauryz. (T) · Ss bandy their quizzes with some other pair and do information technology and and then written report back to the grade.
		To listen for gist · Play the recording. Ss mind and answer the question in the rubric. · Check Ss' answers around the course. To mind for specific information · Play the recording again. · Ss listen and complete the gaps. · Check Ss' answers.		Class CD
	Ending the lesson	Play the video for the Ss and arm-twist their comments at the finish.		Video
	Additional data
	Differentiation – how do you plan to give more than back up? How do you plan to claiming the more able learners?		Assessment – how are you lot planning to bank check learners' learning?		Cantankerous-curricular links Wellness and safety bank check ICT links Values links
	prompt less able learners to enquire a range of questions with different question starters and highlight areas of questions that demand to exist corrected before proceeding to quiz		monitor question production in group activeness		cross-curricular links: Art [responses to Fine art]
	provide challenge for more than able learners to try and write another short verse for the song		monitor pronunciation of new vocabulary from Module

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Source: https://znanio.ru/media/excel-grade-5-short-term-plan-5-module-2632415

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